Refinement and Fluency - Revision history

Macw: /* Explicit instruction */

2010-02-02T01:50:48Z

Explicit instruction

← Older revision		Revision as of 01:50, 2 February 2010
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	=== Explicit instruction ===		=== Explicit instruction ===
	'''A. Explicit vs Implicit.''' These projects typically compare a more ~~explict~~ form of instruction with a more ~~implict~~ form		'''A. Explicit vs Implicit.''' These projects typically compare a more explicit form of instruction with a more implicit form
	* [[Learning the role of radicals in reading Chinese]] (Liu et al.)		* [[Learning the role of radicals in reading Chinese]] (Liu et al.)
	* [[Basic skills training\|French dictation training]] (MacWhinney)		* [[Basic skills training\|French dictation training]] (MacWhinney)

Ruth-Wylie: /* Explicit instruction */

2009-11-17T19:09:55Z

Explicit instruction

← Older revision		Revision as of 19:09, 17 November 2009
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	* [[Basic skills training\|French dictation training]] (MacWhinney)		* [[Basic skills training\|French dictation training]] (MacWhinney)
	* [[Providing optimal support for robust learning of syntactic constructions in ESL]] (Levin, Frishkoff, De Jong, Pavlik)		* [[Providing optimal support for robust learning of syntactic constructions in ESL]] (Levin, Frishkoff, De Jong, Pavlik)
			* [[Extending the Self-Explanation Effect to Second Language Grammar Learning]] (Wylie, Koedinger, Mitamura)


	'''B. Explicit attention manipulations''' studies typically vary features available to learner		'''B. Explicit attention manipulations''' studies typically vary features available to learner

Liuying: /* Knowledge accessibility */

2009-05-14T00:30:49Z

Knowledge accessibility

← Older revision		Revision as of 00:30, 14 May 2009
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	* [[A word-experience model of Chinese character learning]] (Reichle, Perfetti, & Liu)		* [[A word-experience model of Chinese character learning]] (Reichle, Perfetti, & Liu)
	* [[Integrated Learning of Chinese]] (Liu, Perfetti, Wang, Wu)		* [[Integrated Learning of Chinese]] (Liu, Perfetti, Wang, Wu)
			* [[Integration of reading, writing and typing in learning Chinese words]] (Liu, Perfetti, Guan, Wu, Wang)

	=== Active processing ===		=== Active processing ===

Mibst21: /* Explicit instruction */

2009-05-04T18:01:45Z

Explicit instruction

← Older revision		Revision as of 18:01, 4 May 2009
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	* [[Fostering fluency in second language learning]] (De Jong, Halderman, Perfetti)		* [[Fostering fluency in second language learning]] (De Jong, Halderman, Perfetti)
	* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)		* [[Using learning curves to optimize problem assignment]] (Cen & Koedinger)
			* [[Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation]] (Balass, Nelson, Perfetti)

	=== Knowledge accessibility ===		=== Knowledge accessibility ===

Presson: /* Explicit instruction */

2008-10-04T22:50:08Z

Explicit instruction

← Older revision		Revision as of 22:50, 4 October 2008
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	* [[Chinese pinyin dictation]] (Zhang-MacWhinney)		* [[Chinese pinyin dictation]] (Zhang-MacWhinney)
	* [[Learning a tonal language: Chinese]] (Wang, Perfetti, Liu) [Also Coordinative learning]		* [[Learning a tonal language: Chinese]] (Wang, Perfetti, Liu) [Also Coordinative learning]
	* [[Learning French gender cues with prototypes \| Instruction of French gender cues]] (Presson, MacWhinney)		* [[French gender cues \| French grammatical gender cue learning]] (Presson, MacWhinney)
			** [[Learning French gender cues with prototypes \| Instruction of French gender cues]] (Presson, MacWhinney)
	**[[French gender prototypes \| Lab study of grammar learning contrasting explicit and implicit instruction and prototype usage]] (Presson, MacWhinney)		**[[French gender prototypes \| Lab study of grammar learning contrasting explicit and implicit instruction and prototype usage]] (Presson, MacWhinney)
	**[[French gender attention \| Lab study of effects of time pressure and explicitness on gender learning]] (Presson, MacWhinney)		**[[French gender attention \| Lab study of effects of time pressure and explicitness on gender learning]] (Presson, MacWhinney)
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	'''C. Explicit instruction: Practice and Scheduling''' Typical studies control practice events and provide feedback		'''C. Explicit instruction: Practice and Scheduling''' Typical studies control practice events and provide feedback
	* [[Optimizing the practice schedule]] (Pavlik et al.) [[Applying optimal scheduling of practice in the Chinese Learnlab\|1]]		* [[Optimizing the practice schedule]] (Pavlik et al.) [[Applying optimal scheduling of practice in the Chinese Learnlab\|1]]
	* [[French gender cues \| French grammatical gender cue learning]] (Presson, MacWhinney)
	* [[Japanese fluency]] (Yoshimura-MacWhinney)		* [[Japanese fluency]] (Yoshimura-MacWhinney)
	* [[Fostering fluency in second language learning]] (De Jong, Halderman, Perfetti)		* [[Fostering fluency in second language learning]] (De Jong, Halderman, Perfetti)

Presson: /* Explicit instruction */

2008-10-04T15:13:15Z

Explicit instruction

← Older revision		Revision as of 15:13, 4 October 2008
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	* [[Chinese pinyin dictation]] (Zhang-MacWhinney)		* [[Chinese pinyin dictation]] (Zhang-MacWhinney)
	* [[Learning a tonal language: Chinese]] (Wang, Perfetti, Liu) [Also Coordinative learning]		* [[Learning a tonal language: Chinese]] (Wang, Perfetti, Liu) [Also Coordinative learning]
	* [[Instruction of French gender cues]] (Presson, MacWhinney)		* [[Learning French gender cues with prototypes \| Instruction of French gender cues]] (Presson, MacWhinney)
	**[[French gender prototypes \| Lab study of grammar learning contrasting explicit and implicit instruction and prototype usage]] (Presson, MacWhinney)		**[[French gender prototypes \| Lab study of grammar learning contrasting explicit and implicit instruction and prototype usage]] (Presson, MacWhinney)
	**[[French gender attention \| Lab study of effects of time pressure and explicitness on gender learning]] (Presson, MacWhinney)		**[[French gender attention \| Lab study of effects of time pressure and explicitness on gender learning]] (Presson, MacWhinney)

Presson: /* Explicit instruction */

2008-10-04T15:12:07Z

Explicit instruction

← Older revision		Revision as of 15:12, 4 October 2008
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	* [[Chinese pinyin dictation]] (Zhang-MacWhinney)		* [[Chinese pinyin dictation]] (Zhang-MacWhinney)
	* [[Learning a tonal language: Chinese]] (Wang, Perfetti, Liu) [Also Coordinative learning]		* [[Learning a tonal language: Chinese]] (Wang, Perfetti, Liu) [Also Coordinative learning]
	* [[~~Learning~~ French gender cues ~~with prototypes~~]] (Presson, MacWhinney)		* [[Instruction of French gender cues]] (Presson, MacWhinney)
	**[[French gender prototypes \| Lab study of grammar learning contrasting explicit and implicit instruction and prototype usage]] (Presson, MacWhinney)		**[[French gender prototypes \| Lab study of grammar learning contrasting explicit and implicit instruction and prototype usage]] (Presson, MacWhinney)
	**[[French gender attention \| Lab study of effects of time pressure and explicitness on gender learning]] (Presson, MacWhinney)		**[[French gender attention \| Lab study of effects of time pressure and explicitness on gender learning]] (Presson, MacWhinney)

Presson: /* Explicit instruction */

2008-10-04T15:11:29Z

Explicit instruction

← Older revision		Revision as of 15:11, 4 October 2008
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	* [[Learning French gender cues with prototypes]] (Presson, MacWhinney)		* [[Learning French gender cues with prototypes]] (Presson, MacWhinney)
	**[[French gender prototypes \| Lab study of grammar learning contrasting explicit and implicit instruction and prototype usage]] (Presson, MacWhinney)		**[[French gender prototypes \| Lab study of grammar learning contrasting explicit and implicit instruction and prototype usage]] (Presson, MacWhinney)
			**[[French gender attention \| Lab study of effects of time pressure and explicitness on gender learning]] (Presson, MacWhinney)

	'''C. Explicit instruction: Practice and Scheduling''' Typical studies control practice events and provide feedback		'''C. Explicit instruction: Practice and Scheduling''' Typical studies control practice events and provide feedback

Ruth-Wylie: /* Knowledge accessibility */

2008-08-15T19:22:32Z

Knowledge accessibility

← Older revision		Revision as of 19:22, 15 August 2008
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	'''A. Background knowledge''' These projects directly study effects of learners' background knowledge		'''A. Background knowledge''' These projects directly study effects of learners' background knowledge
	* [[Intelligent_Writing_Tutor \| First language effects on second language grammar acquisition]] (Mitamura, Wylie)		* [[Intelligent_Writing_Tutor \| First language effects on second language grammar acquisition]] (Mitamura, Wylie)
	* [[~~Intelligent_Writing_Tutor~~ \| The Assistance Dilemma and the English Article System]] (Wylie, Mitamura, Koedinger)		* [[Assistance_Dilemma_English_Articles \| The Assistance Dilemma and the English Article System]] (Wylie, Mitamura, Koedinger)
	* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]] [Also in Interactive Communication]		* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]] [Also in Interactive Communication]
	* [[The Impact of Native Writing Systems on 2nd Language Reading]] (Einikis, Ben-Yehudah, Fiez)		* [[The Impact of Native Writing Systems on 2nd Language Reading]] (Einikis, Ben-Yehudah, Fiez)

Ruth-Wylie: /* Knowledge accessibility */

2008-08-15T19:22:04Z

Knowledge accessibility

← Older revision		Revision as of 19:22, 15 August 2008
Line 97:		Line 97:
	=== Knowledge accessibility ===		=== Knowledge accessibility ===
	'''A. Background knowledge''' These projects directly study effects of learners' background knowledge		'''A. Background knowledge''' These projects directly study effects of learners' background knowledge
	* [[Intelligent_Writing_Tutor \| First language effects on second language grammar acquisition]] (Mitamura-Wylie)		* [[Intelligent_Writing_Tutor \| First language effects on second language grammar acquisition]] (Mitamura, Wylie)
	* [[Intelligent_Writing_Tutor \| The Assistance Dilemma and the English Article System]] (Wylie, Mitamura, Koedinger)		* [[Intelligent_Writing_Tutor \| The Assistance Dilemma and the English Article System]] (Wylie, Mitamura, Koedinger)
	* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]] [Also in Interactive Communication]		* [[The_Help_Tutor__Roll_Aleven_McLaren\|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]] [Also in Interactive Communication]